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Spring EAIE Academy, Birmingham, April 2013



Facilitating Cultural Learning in
Education Abroad
R. Michael Paige, PhD, Professor of International and Intercultural Education,
University of Minnesota, USA

Dr. Ingrid Gehrke, M.A., Head of International Relations, FH JOANEUM University
of Applied Sciences, Austria
Program Overview
• How mobility programs can have the largest impact on
  participants‘ intercultural development, one of the primary
  objectives of the mobility experience.

• Key intercultural concepts and theories, relevant research
  on student learning abroad, and practical applications in
  program design through the entire mobility cycle: pre-
  departure, in-country, and reentry/return home.
Program Content

•   Participant needs analysis
•   Key intercultural concepts and theories
•   Learning styles and cultural dimensions
•   General issues of programme design
•   Research on culture learning abroad
•   Programming ideas for pre-departure, in-country, and re-
    entry
Program Methodology

•   Presentation
•   Discussion
•   Group work (create your own “product”)
•   Individual work
•   Participation in experiential learning activities
•   Common rules: Ask, value, share, listen…
Cultural Learning Theories

•   Learning styles
•   Cultural dimensions
•   Culture learning
•   Cultural mentoring: challenge and support
Kolb’s Learning Styles
• Concrete experience (feeling)
  learning by intuition and interaction with others

• Reflective observation (watching)
  learning by perception and observation

• Abstract conceptualization (thinking)
  learning by thinking

• Active experimentation (doing)
  learning by doing
“Teaching around the Wheel”


          Concrete          Reflective
         experience        observation




           Active            Abstract
       Experimentation   Conceptualization
Program Design
Analysis of a Group of Learners

• What do you know about your participants’ learning
  styles

• How can you adapt your training to different learning
  styles?

• How can you help learners expand their learning
  styles?
Hofstede’s Cultural Dimensions

• High versus low power distance

• Individualism versus collectivism

• High versus low uncertainty avoidance
Program Design
Analysis of a Group of Learners

• What do our participants know about these cultural
  dimensions?

• What do our participants know about their own culture?

• What can we do to support cultural self awareness and
  other culture awareness?
Dimensions of Intercultural Learning
(Paige, 2006)

1)   Learning about the Self as a Cultural Being
2)   Learning about the Elements of Culture
3)   Culture-Specific Learning
4)   Culture-General Learning
5)   Learning About Learning

These dimensions provide a template for an intercultural
curriculum
Cultural Mentoring
(Paige & Goode, 2009)

Cultural mentoring means providing:
1) Ongoing support for learning
2) Concepts and ideas to anchor learning
3) Strategies for learning
4) Opportunitites to put learning into practice
5) Opportunities to reflect on experience
6) Opportunities to connect what was learned to the future
    (employment, education, life)
Cultural Mentoring: Research Findings
Nature of the Intervention                            Average IDI Gain

No intervention
Georgetown Consortium Study (60 progs.)                    +1.32

With a limited on-line intervention
University of Minnesota                                    +4.47

With an instructor-facilitated on-line intervention
Bellarmine University and Willamette University            +8.19

With an on-site course and instructor
Council in International Education and Exchange            +9.00

With an PDOT, on-site course, and intensive
cultural mentoring
American University Center of Provence                     +12.47

With pre-departure and re-entry courses and an
Internationalized academic program (2-3 years)
University of the Pacific                                  +17.46
Program Design
Analysis of a Group of Learners
• What can we do to support our participants’
  intercultural learning skills?

• In what ways can we provide cultural mentoring for our
  students? In person? Online?
Master Intercultural Topics for Mobility
Programs
•   Culture
•   Cultural adjustment
•   Perception
•   Nonverbal communication
•   Communication styles
•   Values
•   Gender issues
•   Intercultural adaptation
Culture Learning: Pre-Departure

• Connect to pre-departure in terms of content
• Have re-entry in mind
• Self-reflective or interactive?
• All your students need to have access to your
  technology
• What and how much should we do „online“?
Culture Learning: In Country

•   Blogs, diaries, journals
•   Structured reports (on line or on paper)
•   Example: Global Identity course (University of Minnesota)
•   Example: SKILL2E (EU and internship)
•   Example: LMU online project
Culture Learning: Re-entry

• Treat the students as a resource for the institution

• Create opportunities to value the experience
   - buddies for incoming students
   - study abroad fair
   -“culture experts“

• Data management and distribution? Who knows they
were abroad and who should know
Key Intercultural Development
Concepts
R. Michael Paige, Ph.D.
University of Minnesota
Intercultural Intensity Factors
(Paige, 1993)
1) Differences in cultural values, beliefs, practices
2) Ethnocentrism
3) Language issues
4) Cultural immersion
5) Cultural isolation
6) Prior intercultural experience
7) Expectations
8) Visibility/invisibility
9) Status
10)Power and control
The Developmental Model of Intercultural
Sensitivity (Bennett, 1993)

1) Ethnocentric worldview orientations
   - Denial of Difference
   - Defense against Difference
   - Minimization of Difference

2) Ethnorelative worldview orientations
   - Acceptance of Difference
   - Cognitive and Behavioral Adaptation to Difference
   - Integration of Difference
References
• Bennett, M. J. (1993). Towards ethnorelativism: A developmental
  model of intercultural sensitivity. In R. M. Paige (Ed.) Education
  for the intercultural experience (pp. 21-71). Yarmouth, Maine:
  Intercultural Press.

• Bennett, M. J. (2004). From ethnocentrism to ethnorelativism.
  In J. S. Wurzel (Ed.), Toward multiculturalism: A reader in
  multicultural education (pp. 62-78). Newton, MA: Intercultural
  Resource Corporation.

• Paige, R.M., Jacobs-Cassuto, M., Yershova, Y. A. & DeJaeghere,
  J. (2003). Assessing intercultural sensitivity: A psychometric
  analysis of the Hammer and Bennett Intercultural Development
  Inventory. International Journal of Intercultural Relations, 27,
  467-486.
References
• Vande Berg, M., & Paige, R. M. (2009). Applying theory and
  research: The evolution of intercultural competence in U.S. study
  abroad. In D. K. Deardorff (Ed.), The SAGE handbook of
  intercultural competence, (pp. 404-418). Thousand Oaks, CA:
  SAGE Publishing.

• Paige, R. M., & Goode. M. L. (2009). Cultural mentoring:
  International education professionals and the development of
  intercultural competence. In D. K. Deardorff (Ed.), The SAGE
  handbook of intercultural competence, (pp. 333-349). Thousand
  Oaks, CA: SAGE Publishing.
The EAIE Academy is a one-week training
programme for international higher education
professionals.

www.eaie.org/training | #EAIEAcademy | @TheEAIE

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Facilitating cultural learning in education abroad | Spring EAIE Academy 2013

  • 1. Spring EAIE Academy, Birmingham, April 2013 Facilitating Cultural Learning in Education Abroad R. Michael Paige, PhD, Professor of International and Intercultural Education, University of Minnesota, USA Dr. Ingrid Gehrke, M.A., Head of International Relations, FH JOANEUM University of Applied Sciences, Austria
  • 2. Program Overview • How mobility programs can have the largest impact on participants‘ intercultural development, one of the primary objectives of the mobility experience. • Key intercultural concepts and theories, relevant research on student learning abroad, and practical applications in program design through the entire mobility cycle: pre- departure, in-country, and reentry/return home.
  • 3. Program Content • Participant needs analysis • Key intercultural concepts and theories • Learning styles and cultural dimensions • General issues of programme design • Research on culture learning abroad • Programming ideas for pre-departure, in-country, and re- entry
  • 4. Program Methodology • Presentation • Discussion • Group work (create your own “product”) • Individual work • Participation in experiential learning activities • Common rules: Ask, value, share, listen…
  • 5. Cultural Learning Theories • Learning styles • Cultural dimensions • Culture learning • Cultural mentoring: challenge and support
  • 6. Kolb’s Learning Styles • Concrete experience (feeling) learning by intuition and interaction with others • Reflective observation (watching) learning by perception and observation • Abstract conceptualization (thinking) learning by thinking • Active experimentation (doing) learning by doing
  • 7. “Teaching around the Wheel” Concrete Reflective experience observation Active Abstract Experimentation Conceptualization
  • 8. Program Design Analysis of a Group of Learners • What do you know about your participants’ learning styles • How can you adapt your training to different learning styles? • How can you help learners expand their learning styles?
  • 9. Hofstede’s Cultural Dimensions • High versus low power distance • Individualism versus collectivism • High versus low uncertainty avoidance
  • 10. Program Design Analysis of a Group of Learners • What do our participants know about these cultural dimensions? • What do our participants know about their own culture? • What can we do to support cultural self awareness and other culture awareness?
  • 11. Dimensions of Intercultural Learning (Paige, 2006) 1) Learning about the Self as a Cultural Being 2) Learning about the Elements of Culture 3) Culture-Specific Learning 4) Culture-General Learning 5) Learning About Learning These dimensions provide a template for an intercultural curriculum
  • 12. Cultural Mentoring (Paige & Goode, 2009) Cultural mentoring means providing: 1) Ongoing support for learning 2) Concepts and ideas to anchor learning 3) Strategies for learning 4) Opportunitites to put learning into practice 5) Opportunities to reflect on experience 6) Opportunities to connect what was learned to the future (employment, education, life)
  • 13. Cultural Mentoring: Research Findings Nature of the Intervention Average IDI Gain No intervention Georgetown Consortium Study (60 progs.) +1.32 With a limited on-line intervention University of Minnesota +4.47 With an instructor-facilitated on-line intervention Bellarmine University and Willamette University +8.19 With an on-site course and instructor Council in International Education and Exchange +9.00 With an PDOT, on-site course, and intensive cultural mentoring American University Center of Provence +12.47 With pre-departure and re-entry courses and an Internationalized academic program (2-3 years) University of the Pacific +17.46
  • 14. Program Design Analysis of a Group of Learners • What can we do to support our participants’ intercultural learning skills? • In what ways can we provide cultural mentoring for our students? In person? Online?
  • 15. Master Intercultural Topics for Mobility Programs • Culture • Cultural adjustment • Perception • Nonverbal communication • Communication styles • Values • Gender issues • Intercultural adaptation
  • 16. Culture Learning: Pre-Departure • Connect to pre-departure in terms of content • Have re-entry in mind • Self-reflective or interactive? • All your students need to have access to your technology • What and how much should we do „online“?
  • 17. Culture Learning: In Country • Blogs, diaries, journals • Structured reports (on line or on paper) • Example: Global Identity course (University of Minnesota) • Example: SKILL2E (EU and internship) • Example: LMU online project
  • 18. Culture Learning: Re-entry • Treat the students as a resource for the institution • Create opportunities to value the experience - buddies for incoming students - study abroad fair -“culture experts“ • Data management and distribution? Who knows they were abroad and who should know
  • 19. Key Intercultural Development Concepts R. Michael Paige, Ph.D. University of Minnesota
  • 20. Intercultural Intensity Factors (Paige, 1993) 1) Differences in cultural values, beliefs, practices 2) Ethnocentrism 3) Language issues 4) Cultural immersion 5) Cultural isolation 6) Prior intercultural experience 7) Expectations 8) Visibility/invisibility 9) Status 10)Power and control
  • 21. The Developmental Model of Intercultural Sensitivity (Bennett, 1993) 1) Ethnocentric worldview orientations - Denial of Difference - Defense against Difference - Minimization of Difference 2) Ethnorelative worldview orientations - Acceptance of Difference - Cognitive and Behavioral Adaptation to Difference - Integration of Difference
  • 22. References • Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.) Education for the intercultural experience (pp. 21-71). Yarmouth, Maine: Intercultural Press. • Bennett, M. J. (2004). From ethnocentrism to ethnorelativism. In J. S. Wurzel (Ed.), Toward multiculturalism: A reader in multicultural education (pp. 62-78). Newton, MA: Intercultural Resource Corporation. • Paige, R.M., Jacobs-Cassuto, M., Yershova, Y. A. & DeJaeghere, J. (2003). Assessing intercultural sensitivity: A psychometric analysis of the Hammer and Bennett Intercultural Development Inventory. International Journal of Intercultural Relations, 27, 467-486.
  • 23. References • Vande Berg, M., & Paige, R. M. (2009). Applying theory and research: The evolution of intercultural competence in U.S. study abroad. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence, (pp. 404-418). Thousand Oaks, CA: SAGE Publishing. • Paige, R. M., & Goode. M. L. (2009). Cultural mentoring: International education professionals and the development of intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence, (pp. 333-349). Thousand Oaks, CA: SAGE Publishing.
  • 24. The EAIE Academy is a one-week training programme for international higher education professionals. www.eaie.org/training | #EAIEAcademy | @TheEAIE